Te puna wai ora, e tu atu nei e: Stand Up, Stand Strong and Be Proud

Abstract

An indigenous, specifically Māori worldview is used as the foundation for a case study that describes the people and their relationships and interactions in one New Zealand primary school (ages 5-11). We contextualize this school and its people, within the education and schooling system since the introduction of a new leadership team in 2011. We consider how leaders, teachers, and whānau (family and extended family) have promoted contexts for learning to ensure Māori students can enjoy and achieve education success as Māori (Ministry of Education 2013). Leaders' and teachers' beliefs, and their principles for practice, are detailed alongside the changes in Māori students' experiences. Finally, we consider these principles for practice in terms of their relevance for other indigenous and nonindigenous students. The case concludes in 2017 when, for the second successive year, the school became a finalist in the New Zealand, Prime Minister's Excellence Awards in Education for teaching and learning.

Favoriser le menuinniun : la voix des élèves innus sur l’identité et la réussite éducative à l’école québécoise

“…Par exemple, le projet Petapan au Québec (Aurousseau et al, 2021) et certains projets éducatifs en Nouvelle-Zélande (Berryman et al, 2018) ont apporté des changements systémiques à l'institution scolaire pour soutenir la réussite éducative des élèves autochtones en y intégrant plusieurs dimensions culturelles, symboliques, linguistiques et philosophiques autochtones. Les recherches sur ces projets montrent que ces changements permettent le développement d'une communauté scolaire plus engagée, et que l'inclusion des savoirs culturels autochtones aux contenus, aux approches et aux valeurs des écoles contribue non seulement à la réussite des élèves autochtones, mais également à un meilleur vivre-ensemble (Aurousseau et al, 2021).…”